News

I am attaching a link to an article I read in my graduate class reagrding changing curriculum and the professional's need to adapt. While change can be daunting and, at times, overwhelming, when it arises, the ebst option is to find a way to make it work rather than fight against the tide. Much of what is written here is indicative of the chnage we are seeing through our county, all of which hold great potential for learning when implemented correctly. This advocates the need for professional development necessary to understand and embrace the changes on the horizon.

This article explores one of the many efforts being taken to amend current school curriculums. This new model of reform is known as the Common Core State Standards and currently, there are 49 states and territories participating in the initiative, willing to adopt the new standards. The adoption of these standards is voluntary but once adopted, must make up 85% of the core curriculum no matter additional material is used. The intent to implement these standards is to allow high school graduates the opportunity to succeed in an entry-level, credit bearing academic college or workforce training program. The goal is to decrease the number of standards while increasing the depth and sophistication of the material to be taught. With these standards, schools across districts and across states will weave a more cohesive learning practice opposed to the patchwork of current standards whose quality varies from school to school. The biggest hiccup of implementing these programs is finding the time and resources to provide the professional development needed for proper execution. According to Mizell, simply watching videos or being told about the new curriculum does not provide sufficient training for the practitioners who will be on the front lines, instructing with the new standards to adhere to. There is a clear need for in depth professional opportunities to meet as a team and collaborate with colleagues before the core standards can have a significant impact.